Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children.
| Autor: | Oh Y; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA., Morgan PL; Department of Health Policy, Management and Behavior, University at Albany, SUNY, Albany, NY, USA., Greenberg MT; Prevention Research Center, Pennsylvania State University, University Park, PA, USA., Zucker TA; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA., Landry SH; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of child psychology and psychiatry, and allied disciplines [J Child Psychol Psychiatry] 2024 Aug; Vol. 65 (8), pp. 1010-1021. Date of Electronic Publication: 2024 Jan 22. |
| DOI: | 10.1111/jcpp.13950 |
| Abstrakt: | Background: Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. Methods: We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (M Results: We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions: Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. (© 2024 Association for Child and Adolescent Mental Health.) |
| Databáze: | MEDLINE |
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